Urban School Principals and Their Role as Multicultural Leaders

Abstract

This study focuses on the role of urban school principals as multicultural leaders. Using cross-case analysis, the authors describe what 6 practicing principals do in regard to multicultural leadership. The findings suggest that although multicultural preparation was lacking for these principals, some did engage in work that promoted diversity in their daily activities. All principals dealt with multicultural issues, usually focusing on individual students or specific programs to accommodate immigrants or refugees. Although some principals held high expectations for all, others were less aware of the connection between affirming diversity and student achievement. Recommendations are made to support principals in their work.

Educational Considerations, vol. 36(2) Full Issue

“…Inclusive leadership practices encompass assistance to different groups of students. Gardiner and Enomoto (2006), for example, highlighted effective practices that supported minority urban students. Helping to socialize immigrant students to U.S. schools, providing culturallyrelevant instruction, and providing early intervention strategies were also some of the practices used by inclusive urban school principals in their study.…”

Stage à l’international : conditions pour développer la compétence interculturelle de directions d’école de langue française au Canada

“…Enfin, en MFVCL, nous n'avons trouvé aucune étude portant sur le contenu essentiel d'une formation pour développer la CI des AGDÉ. Concernant la quantité des formations, les résultats des rares études réalisées aux États-Unis et au Canada montrent que la CI des directions n' est pas toujours développée, car l' offre de formation est limitée voire inexistante (Bouchamma, 2009;Gardiner et Enomoto, 2006;Jackson, 2001) ou optionnelle (Ouellet, 2010 Malgré les avantages reconnus de l'immersion, il importe de prendre certaines précautions sur les plans structurel et procédural lorsqu' elle est choisie (Barden et Cashwell, 2013;Pettigrew, Tropp, Wagner et Christ, 2011). En guise d' exemples, selon Landis et al (2004), les participants en immersion ont tendance à se regrouper ensemble plutôt que d' entrer en interaction avec leurs hôtes.…”

“…Enfin, en MFVCL, nous n'avons trouvé aucune étude portant sur le contenu essentiel d'une formation pour développer la CI des AGDÉ. Concernant la quantité des formations, les résultats des rares études réalisées aux États-Unis et au Canada montrent que la CI des directions n' est pas toujours développée, car l' offre de formation est limitée voire inexistante (Bouchamma, 2009;Gardiner et Enomoto, 2006;Jackson, 2001) ou optionnelle (Ouellet, 2010 …”

Becoming a Mindful Superintendent in a “Turnaround” District

“…The work of instituting student supports, modifying teaching methods, and updating curriculum is no small feat, particularly in small urban districts (Sherman, 2007). It is worth noting that urban schools enroll a disproportionate percentage of students from low socioeconomic backgrounds, as well as those of linguistic and ethnic diversity, which add to the urgency and complexity of decision making and action concerned with teaching and learning (Gardiner & Enomoto, 2006;Riehl, 2000;Theoharis, 2008). In addition, urban schools are found least likely to demonstrate high performance and most likely to evidence little improvement compared to their suburban peers (Price, 2010;Rodriquez, Murakami-Ramalho, & Ruff, 2009;Sicoly, 2002).…”